The study of” Free-rider” in Problem-based
Learning Situation
－takes the college interior design course as example
Hui-Chin Huang
*College of Technology, National Taiwan Normal University, Taiwan
[email protected]
Shang-Tsung Yang 1; Yu-Tsen Kuo 2 ; Shau-Chou Yang3
Abstract - Problem-based learning (PBL) is built on the
theoretical basis of ” cooperative learning”, “situated
learning” and ”constructivism” and the role of the
teacher is changed from knowledge authority to a “tutor”
. The learning mode of student is changed from
independent thinking to brain storming. In the PBL
learning situation, the learning atmosphere becomes free
and diversified. Therefore, PBL becomes an effective
teaching method of cultivating student’s
diversified
thinking capability. However, it has been pointed out in
the related studies of all kinds of fields that PBL could
easily create free-riding learning phenomenon; therefore,
in this study, we try to study how to find out the “freerider” in PBL and what is the cause of free-riding
behavior.
In this study, a questionnaire survey and
observational method are used. First, in” Involvement
and performance evaluation table for PBL in the interior
design course learning”, personal performance is
classified through cross-compared analysis in terms of
three aspects : self-evaluation, cross evaluation
performance and the observation record from tutors in
order to find out free-riding learner . Moreover, in terms
of” Classroom climate questionnaire in PBL “, we found
difference between free-rider and general learner in
internal influence factor:”learning style” and external
influence factors:”learning situation” and “tutor’s
leadership style”. The purpose of this study is to provide
an appropriate PBL teaching method which minimizes
the quantity of free-riders.
INTRODUCTION
Design education focuses on inspiring thoughts and
acknowledge and developing creativity. In the process of
design education, we pay attention to inspire students’
concept and integrate their creations. It is an educational
model that makes students abstractly and generally think and
expresses design ideas（J.Y. Wu, 1999）.
For application design science, such as Interior Design,
it is quite worth of adoption. The final goal of teaching of
Interior Design courses is to enable students to integratedly
and creatively use the related knowledge they have learned
to truly solve the related issues of Interior Design cases in
the real world (S.T Jhuang, 2002). “Cooperative learning”
enables learners to achieve better learning outcomes,
improve creativity and learning responsibility, and learn
social skills and communication ability（Johnson & Johnson
1989）. In PBL learning process, students will be arranged
into several groups. Therefore, when students resolve
problems together, they can recognize the importance of
group’s cooperation and then learn from each other. Besides,
in the interactive process of group learning, students have
more knowledge blend and construction, and furthermore,
they integrate information into effective action program (J.H.
Wang, C.W. Lin, Y.L Siao, H.W Siao, 2002). To sum up, the
cooperative learning model of PBL group not only contribute
to creative thinking of knowledge level, but also promote
students’ learning of socialization by cooperative model.
In the process of students’ socialization, especially
group activities, there is a passive attitude, as we often call
the "free-rider". But in PBL related experimental studies
(D.B. Fong, S.C. Yang, S.T. Jhun, 2005) mentioned : under
the PBL cooperative learning model, the quality of
individual practical operation is obviously worse and
creativity of group’s thinking stimulation still need to be
strengthened. Because of some students’ low participation,
they have a "free-rider phenomenon." Running operation is
based on a group, so more members, less proportion of
personnel who can participate in the core of decisionmaking. Personal contribution will be ignored. If lack of
good teamwork skills, lazy people can fish in troubled waters
and rely on others’ efforts. Here, the purpose of the study is:
1. How to do efficient and fair assessment when carry out
PBL pedagogy in Interior Design courses.
2. To analyze whether individual learning style or different
feelings towards teachers and environment in learning
environment impacts free rider’s learning attitude.
3. And then in PBL pedagogy, beside of curriculum design,
to explore the factors which affect learning and to discuss
1
Shang-Tsung Yang , College of Technology, National Taiwan Normal University, [email protected]
Yu-Tsen Kuo, College of Technology, National Taiwan Normal University, [email protected]
3
Shau-Chou Yang , College of Technology, National Taiwan Normal University, [email protected]
2
Coimbra, Portugal
September 3 – 7, 2007
International Conference on Engineering Education – ICEE 2007
how to avoid the free rider phenomenon in order to
enhance the effectiveness of PBL.
RESEARCH DESIGN
Problems oriented pedagogy in Interior Design teaching
can help students develop independent thinking and expend
the range of their learning. Figure 1, the flowchart of Interior
Design study in PBL, which is in the entire progress of
design teaching, blend into the PBL teaching model:
excavate problems, define problems, state problems, and
collect and analyze data. Students can learn to think
systematically and soundly by problem-oriented mode of
thinking and clearly define problems for innovative and
effective thinking skills. After the end of the course, students
will be given PBL design teaching checklist to estimate.
Choose Subject
Access Information
Develop Plan
Organize estimation
For
tutor
Design PBL programs
For
student
scenario 1
Cross
evaluation
Self evaluation
Record
observation
scenario 2
Tutors guide
Access Information
scenario 3
Team discussion
scenario 4
Involvement and
performance evaluation
table for PBL in the interior
design course learning
Classroom climate
questionnaire in PBL
Statistical and Analyze data
Search out free riders
Compare Free
rider and general
learners
Conclusions
FIGURE1
THE FLOWCHART OF INTERIOR DESIGN STUDY IN PBL
In this study, questionnaire survey and observation
method are used (as Figure 1）.First, in”Involvement and
performance evaluation table for PBL in the interior design
course learning”, personal performance is classified through
cross-compared analysis in terms of three aspects: selfevaluation, cross evaluation performance and the observation
record from tutors in order to find out free-riding learner.
Moreover, in terms of” Classroom climate questionnaire in
PBL “, we found difference between free-rider and general
learner in internal influence factor:”learning style” and
external influence factors:”learning situation” and “tutor’s
leadership style”.
BACKGROUND
1. Problem-oriented pedagogy
PBL builds on the basis of "cooperative learning", "
situated Learning" and " constructivism" these three learning
theoretical. Followings are the brief descriptions of the
nuclear concepts of these three learning theory:
(1) "Cooperative Learning”: The main focus is to use
cooperative learning of the group to make students achieve
better learning outcomes, enhance creativity, learning
responsibility, social skills, and communication skills
(Johnson & Johnson, 1989; Lebow, 1993). Faidely and
others (2000) emphasized that coordination and cooperation
mechanism is an important characteristic of the problembased learning. Learning in groups enhances more
achievements of learners than personal learning, and
members can share knowledge with each other. Because in
the process of solving problems in groups, learners are able
to experience a learning approach which integrate preexisting cognitive with the thought content of problems right
now; additionally, learners develop skills of mutual
coordination with team members in the process of
learning(S.H. Lin, 2003).
(2) "Situated Learning" is the process of initiative
acquisition. It emphasizes to provide learners "a real learning
environment" (authentic learning contexts). In the process of
situation learning, it emphasizes high-level thinking, so the
arrangements of learning contents press close to the daily
life, and learners have to work together to solve problems.
Students learn how to find a problem and then try to solve it.
Teachers need not to decide the knowledge learners need in
advance, but through appropriate construction of
environment to guide students themselves to control learning
orders, speed and contents, and to interpret the contents of
teach (J.R. Sie, 2002).
(3) " Constructivism” learners actively construct
meanings, and they are lead to bring their prior knowledge to
adapt to the new situation (Y.M. Wu, 2002). Constructivism
theory emphasizes that approaching knowledge is only
actively constructed by individual. It is not passively and
unconditionally forced to inculcate the fixed principles by
the external environment, but a selective learning. The
knowledge that the individual constructs is related to the
previous experiences that the one had. And the school of
social constructivism even claims that it happens by the
interaction of the learners and the surrounding learning
environment (R.Z. Chen, 2001).
Brought together the views of many scholars, PBL has
the following several key features: 1) Use structural fuzzy
(bad and unknown structure) problems (ill-structured
problems) as the center of course organizations and learning
situations. 2) Learners play the role of a stakeholder. 3)
Teaching people serve as the coach of cognition and postcognition. 4) Encourage cooperative learning group. And 5)
adopt a variety of evaluation methods.
2. Problem-based Learning Evaluation Methods
The common problem-based learning assessments which
Swanson (1991) proposed are "Process-oriented Evaluation"
and
"Results-oriented
Evaluation.”
Process-oriented
Evaluation records learning activities by writing diaries or
notes or taking oral exams. Its purpose focuses on evaluating
learners’ learning activities. And the other Results-oriented
Assessment examines learners’ learning results by writing,
Coimbra, Portugal
September 3 – 7, 2007
International Conference on Engineering Education – ICEE 2007
computer simulation assessment, short-answer tests, essay
exams, and multiple-choice exams. The assessment methods
are listed in Table 1:
discuss the learning effects towards learning results and to
further enhance the effectiveness of PBL.
RESEARCH TOOLS
Evaluation Stage
Process-oriented
Assessment
Results-oriented
Assessment
Assessment Method Cited
peer assessment scale self-examination scale
oral exams observation of interview and tests
˙issues mimic cases review
˙real assessment practical assessment
cases review students’ judgment assessment
multiple-choice exams short-answer tests
essay exams file assessment
TABLE 1
PBL LEARNING EVALUATION METHODS
MODIFIED FROM: S.J.U GAO, 2002。
Maskell (1997) insisted that PBL must adopt the
evaluation methods of student-based. The aim is to help
learners have responsibility and recognition towards selflearning, and then make them actively and enthusiastically
learn by themselves through learners’ self-evaluation and
peer cooperation assessment. The assessment range covers
self-directed learning, problem-based learning, and team
learning skills and processes (Savery, & Duffy, 1998). To
sum up, the evaluation contents of this study are: students’
learning portfolios, learning attitude, self-mutual evaluation
checklist, final homework, and final announce.
3. Free rider effect
Free rider usually indicated a follower who avoids the
cost and expense of finding the best course of action simply
by mimicking the behavior of a leader who made these
investments. In learning situation, Free rider effect is A
Learning Attitude of Negative Inefficiency.
Learning attitude means a reaction which children,
according to their ability, experiences, and background, have
mutual action with teachers, curriculum, learning
environment in a classroom situation. This reaction shows
the positive or negative attitude of their learning. It also
shows whether their interaction with the teacher is harmonic
or not (H. Huang, 1980).S.R. Jheng (1982) thought that
school education can create children’s positive learning
attitude through proper counseling measures. A positive
attitude is good for learning, but a negative one will hamper
learning. In PBL learning strategies, students with Free rider
learning attitude, learning situations and interactions with
teachers are observed to provide guidance and help students
learn.
The cognitive factor of learning attitude is the
prerequisite of resulting emotional and intentional factors.
Without cognition, there is no emotion and so-called
intention (C.R. Lee, 2005). Discussions on learning attitude
and significance are conducted based on student perceptive
and cognition.
However, in PBL, if we can improve Free rider learning
attitudes, it will help raise the effectiveness of teaching.
“Questionnaire of Classroom climate questionnaire in PBL”
developed in this research explores students’ perception from
3 aspects, internal influence factor: “learning style”, external
influence factors: “learnig situation”, and “tutor’s leadership
style”, and probes into its relationship with free rider
learning attitude. Under PBL situations, besides of courses to
1. Involvement and performance evaluation table for
PBL in the interior design course learning
1) Self-mutual evaluation checklist: This study refers to
the concept of the problem-based learning evaluation
methods brought up by Swanson (1991) and Maskell (1997).
It develops the learning evaluation checklist which this
research needs. It is divided into student and teachers
(guiders) evaluations. In student evaluations, it is subdivided
into students’ mutual assessment and self-assessment
approach to evaluate after the course.
2) Tutors’ observing checklist: In the learning process,
group guiders, as moderators, lead members to discuss for
reaching a consensus. In the process of discussion, they aim
at students’ participation to make observing records. It refers
to the evaluating items, developing “guiders’ participatory
observing items”, of participatory dimensions of "PBL
personal performance evaluation" brought up by Z.J. Hong
and J.L. Lin (2006), as shown in Table 2.
TABLE 2
GUIDERS’ PARTICIPATORY OBSERVING ITEMS
Appraisals
1. speaking
2. tone
3. attitude
4. announc
ement
A
renewable
speaking
approve and
encourage
others
humble and
decisive
make
constructive
statements
B
often speak
approve
others
time control
and
efficiency
first
speaking
with words
logic
C
sometimes
speak
coldly
D
do not speak
critical
arrogant
unclear
consciousne
ss
irrelevant
argue to win
2. Classroom climate questionnaire in PBL
This questionnaire is divided into three main parts: a.
student learning style, b. teacher leadership style perception,
and c. learning situation assessment. Discussions are based
on student perception and cognition. A 5-scale chart is setup
based on “agreement” level.。
A. Learning Styles： Kraus et al. (2001) pointed, socalled learning styles in general are：individual’s preferred
method for receiving information in a learning environment."
Kolb (1985) divided the two distinctions, "Concrete
Experience / Abstract Conceptualization" and "Active
Experimentation / Reflective Observation" in his experience
learning theory, into four quadrants. In other words, he
divided learning styles into four groups: Diverger,
Accommodator, Converger, and Assimilator, as shown in
Figure 2:
Coimbra, Portugal
September 3 – 7, 2007
International Conference on Engineering Education – ICEE 2007
encouragement, members often do more things than original
expectation.
Based on the above-mentioned discussion, this
research synthesizes views of every scholar to divide
teachers’ transformational leadership into 5 main levels of
leader behavior---inspiration, shared vision, charisma,
stimulating wisdom, and individualized care.
dimensions
FIGURE 2
KOLB‘S LSI TWO-DISTINCTION QUADRANTS AND LEARNING CICULAR
FIGURE
Free rider students and the general students will have a
learning style which they think is the most effective to learn.
These learning styles won’t be influenced by changing of
learning environment in a short time, but according to
different learning styles (Smit Kolb, 1985). These learners
are respectively "Diverger", "Accommodator", "Converger",
and "Assimilator". This study uses the above arguments to
classify the learning styles when learners take the PBL
courses, and explore different types of learning styles and the
relationship between learners and free rider students.
Distinctio
ns
Diverger
Accommo
dator
Converger
Assimilat
or
TABLE 3
LEARNING STYLE DISTINCTIONS
Learning Styles
(1) Actors who prefer feeling with listening
and seeing observe more but act less.
(2) Actors who prefer feeling with doing by
themselves are adventurers, and they believe
intuition.
(3) Actors who prefer thinking with doing
by themselves believe a single answer and
need to experiment by themselves to gain
knowledge.
(4) Actors who prefer thinking with listening
and seeing are good at summarizing
knowledge and create conceptual model
Part A
1、5、
6、12
、18
9、10
、11、
13、21
2、8、
14、15
、20、
22
3、7、
16、19
B. Teachers’ leadership style－
－ Sudents’ perception
towards teachers’ teaching
g ：a. Transactional Leadership
（C.H.Chen, 2001）: According to concept of transactional
leadership, leaders let members have confidence and
expectations towards work results which they are assigned to
accomplish. To integrate views of every scholar,
transactional leadership is mainly divided into two main
parts: contingency awards and intervening management,
which can be divided into passive and active types.
b.Transformational Leadership ： The content of
transformational leadership is expansion and extension of
transactional leadership (C.J. Liou, C.Y. Shen, 1991).
According to Burns’ (1978) transformative views as a basis,
Bass (1985) addressed that transformational leadership
theory is the basic viewpoints of measuring transformational
leadership which leaders impact members. And he thought
under transformational leadership, members feel trustful,
respectful and faithful towards leaders. Through leaders’
TABLE 4
TEACHERS’ LEADERSHIP STYLE DIMENSIONS
definition
.Transactional Leadership
reciprocal
Teachers and students make agreements with
awards
each other for learning results, and better
performance wins more rewards. Agreements
can be made before or after events.
positive
Before students make mistakes, they give
intervening
immediate correction anytime.
management
passive
Teachers passively wait for students’ making
intervening
errors and then intervene in to correct or
management
punish them.
Transformational Leadership
visions
Teachers are aware of environmental and
social changes, have forward-looking vision
and ideals towards the development of class
culture.
charisma
Students respect, admire, and trust teachers,
and then are provoked agreement and follow
class activities that teachers lead.
inspiring
Teachers feel proud and expect of students.
Through respect, appropriate delegation of
authority, meaningful encouraging to students
to build their self-confidence, and encourage
students to complete class tasks and goals.
stimulating
Teachers encourage students to think in a new
wisdom
perspective when facing problems.
individualized Teachers maintain close interaction with
care
students, and concern and meet the unique
developmental needs of every student.
Part
B
11
12、
13
14、
15
1、2
3、4
5、6
7、8
9、
10
Bass (1985) thought that transformational leadership is
not a substitute for a transactional leadership, but rather
expanded results of transactional leadership. Therefore, the
same leader could both have these two features of a leader. If
there are any differences, it is just different degrees of
application.
H.S. Huang (1999) a study of class leadership style of
elementary teachers and relationship of achievement
motivation of students
In practical ways of class leading, class teachers of high
achievement motivation tend to balanced application of
reciprocating and transforming leadership; class teachers of
low achievement motivation tend to use transactional
leadership.
Silins (1992), Silins (1993) explored the importance and
relationships of transformational leadership and transactional
leadership in improving schools: 1) Transformational
leadership can successfully improve student’s achievement
and transform school’s culture. 2) Transformational
leadership strongly and positively influences schools,
teachers, and teaching effectiveness. and3) Transformational
and transactional leadership positively correlated.
C. Environmental Assessment
Mehrabian and Russell (1974) advocates that all
reactions on the environment are regarded as approaching or
escaped behavior. It can be considered in four aspects: (1)
Physical body--- one has thoughts or behavior that he/she
wants to stay (approaching) or leave (escaped) the
Coimbra, Portugal
September 3 – 7, 2007
International Conference on Engineering Education – ICEE 2007
environment. (2) One has thoughts or behavior that he/she
wants to visit (approaching) the environment or tend to be
lifeless (escaped) in the environment. (3) One has thoughts
or behavior that he/she wants to communicate with others
(approaching) or avoid them (escaped) in the environment.
(4) One has thoughts or behavior that he/she enhances
(approaching) or hinders (escaped) degrees of achievement
and satisfaction of work performance (Chen, 2001).
The study slightly transforms some levels Mehrabian
and Russell (1974) brought out, and addresses four
dimensions, like approach and escape of situation perception,
etc., under group discussions and class reports. The
definition and numbers of the subject are in the following
table:
dimensions
TABLE 5
ENVIRONMENTAL ASSESSMENT DIMENSIONS
description
situation of group discussion
discuss
Under the situation of group discussion, they
approach
feel happy and have psychological feelings of
thinking of staying, visiting the environment,
interacting with others, and willing to perform
actively.
discuss
Under the situation of group discussion, they
escape
feel happy and have psychological feelings of
thinking of leaving, feeling lifeless, escaping
from interacting with others, and unwilling to
perform anything.
situation of class report
report
Under the situation of class report, they feel
approach
happy and have psychological feelings of
thinking of staying, visiting the environment,
interacting with others, and willing to perform
actively.
report escape Under the situation of class report, they feel
happy and have psychological feelings of
thinking of leaving, feeling lifeless, escaping
from interacting with others, and unwilling to
perform anything.
Part C
1、2
、5
3、4
、10
learning
situation
evaluation
performanc
Normal
learnne
r
observation
record
tutor’s
leadershi
p style
Involvement and performance evaluation table for PBL in
the interior design course learning
RESEARCH
Classroom climate
questionnaire in PBL
FIGURE 3
DATA ANALYSIS CONSTRUCTION
1. Find the free rider
With learning input items in the peer assessment chart ,
their contribution to the group, personal responsibility mean
values as the main axis, mean values less than one standard
deviation are picked. (I.e. students with assessment scores
less than 6.909) They are cross examined with selfassessment input scores and tem observation records.
Students with Free rider learning inclinations are selected as
：B3、B4、F1。
9
9.25
9
7
9.5
9
8.5
8.83
8
8
6
7
8
8.5 8.33 8.33 8.5
8 8
8
7
6.5
8
7.83 7.83 7.75 7.75
7.5 7.5
7.5 7.5 7.5 7.5
7
7 6.83
7
6.5
6.5 6.5
6.33
5.5
5
5
8、9
The excitation function catalyzes approaching behavior
under a pleasant environment; under an unpleasant
environment, it expands escaped behavior. Mehrabian (1976)
brought out the concept of environmental load, which means
using the message rate it conveys to the personal to describe;
no matter the sense of sight, hearing, taste, smell or touch,
any environment will arouse sensory stimulus and make the
nervous system stay in the emotional state of excitation. This
means the message rate that the individual receives is related
to the feelings of falling on excitation dimensions. The level
of environmental load refers to amounts of the message rate
of environmental transmission. When the environmental load
is high, people are easier to have excited mood, which means
the individual will have higher vitality in the environment.
DATA ANALYSIS AND DISCUSS
There are two steps of data analysis : first, finding the
free rider and normal learner；second, compare with free
rider and normal learner in terms of active management, and
inspirational, as fig.3：
Free
rider
cross
10 9.5
6、7
learning
style
self-evaluatio
n
4
3
score
2
1
0
G-4 G-2 E-2 G-1 C-4 D-4 E-1 E-3 B-2 C-2 D-1 C-1 B-1 F-3 F-4 C-5 E-5 B-4 B-3 F-1
student
cross evaluation
self-evaluation
FIGURE 4
CROSS EVALUATION AND SELF-EVALUATION SCORE
The difference between peer assessment and selfassessment expressed in bar chart (as fig4): students with
higher scores in the peer assessment had higher scores than
their self-assessment scores. It shows that students that
performed better in the group had higher expectations for
self. Students with lower scores in the peer assessment had
higher scores in the self-assessment. It shows that they had
lower expectations for self.
2. Difference between free-rider and general learner
A. learning style particularly
1. Free rider learners and general learners differ in learning
style particularly, the “assimilator” learning style which
reached “0.1 significant standards.” It signifies that
general learners are more inclined toward assimilator type
of learning style as compared to free rider learners.
Coimbra, Portugal
September 3 – 7, 2007
International Conference on Engineering Education – ICEE 2007
B. Teachers’ leadership style particularly
1. Free rider learners and general learners differ in Teachers’
leadership style particularly, the “Transactional
Leadership” learning style which reached “0.05
significant standards.” It signifies that general learners are
more inclined toward transactional leadership learning
type of teachers’ leadership style as compared to free rider
learners.
2. Free rider learners and general learners differ in teachers’
leadership style particularly, the “positive intervening
management” learning style which reached “0.05
significant standards.” It signifies that general learners are
more inclined toward positive intervening management
type of teachers’ leadership style as compared to free rider
learners.
3. Free rider learners and general learners differ in teachers’
leadership style particularly, the “inspiring” learning style
which reached “0.1 significant standard.” It signifies that
general learners are more inclined toward inspiring type
of teachers’ leadership style as compared to free rider
learners.
C. Environmental Assessment particularly
1. Free rider learners and general learners differ in
Environmental Assessment particularly, the “discuss
approach” and “report approach” learning style which
reached “0.05 significant standard.” It signifies that
general learners are more interested in discussion and
report of learning environment as compared to free rider
learners.
2. Free rider learners and general learners differ in
Environmental Assessment particularly, the “report
escape” learning style which reached “0.1 significant
standards.” It signifies that general learners are less
interested in discussion of learning environment as
compared to free rider learners.
CONCLUSION
1. On learning style aspect, the results suggested that general
students on average (M=3.6179, SD=0.3077) more tended
to assimilator than free rider students (M=3.2500,
SD=0.2500). It shows that general learners are more
inclined toward “assimilator” type of learning style as
compared to free rider learners. As the specification of
“assimilator”, free rider learners are weaker than general
learners in terms of thinking, knowledge induction, and
conceptual model creation based learning style. Hence by
the forward abilities, we can find free riders at an early
date and upgrade the tutoring performance.
2. On teacher leadership style aspect, the results suggested
that general students on average (M=3.3824, SD=0.5163)
more than free rider students (M=2.6667, SD=0.2887).
General learners have stronger sense of active
management, and inspirational and encouraging teacher
leadership style perception. Furthermore, when a teacher
teaches, his or her willingness to urge students to perform,
encourage and inspire student learning in meaningful
ways that it will increase the learning willingness of free
rider learners.
3. On environmental assessment aspect, general users have
higher satisfaction level for discussion and report
situations than free rider learners. Thus, if we pay
attention to the climate of discussion and report situations
it will increase the learning willingness of free rider
learners.
4. Since time and course allotment are limited in this study.
The experimental samples are taken from a class of fewer
than 30 people. It is recommended that follow-up studies
increase the number of samples to support the study data
and conduct more effective inferences.
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Coimbra, Portugal
September 3 – 7, 2007
International Conference on Engineering Education – ICEE 2007
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Coimbra, Portugal
September 3 – 7, 2007
International Conference on Engineering Education – ICEE 2007